This research is motivated by the need for innovation in the learning process in the 4.0 Industrial Revolution era. The purpose of this study is to determine the effect of jigsaw cooperative learning using animation media for elementary school students. This research is quasi-experimental using posttest only. The results show a significant positive effect of the application of jigsaw cooperative learning by using animation media towards the learning outcomes of elementary school students. The implication of this study is that elementary school teachers can use cooperative learning models using animation media as an effort to improve the learning outcomes of elementary school students in the 4.0 industrial revolution era.

The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop are contributing factors to this research. This advancement would lead to an understanding of how STEM and HOTS affect student’s skills. This was experimental research with 100 fourth-grade students. The data analysis methods employed by SPSS included two-way ANOVA tests, homogeneity tests, normality tests and descriptive tests. The study's findings revealed that: (1) students who are taught with STEM-based digital and conventional learning models have different 21st-century skills, (2) students with high and low higher- order thinking skills have different 21st-century skills, and (3) students with high and low higher- order thinking skills who are taught with STEM-based digital and conventional learning models have a connection to 21st-century skills. Education professionals can use the implications of this research as a guide to develop 21st-century skills for elementary school students.

Learning in higher education must continue amid the Covid-19 pandemic. Face-to-face learning method is no longer applied to decrease the spreading of the corona virus. The government is suggesting that the system be transformed into emergency distance learning. That includes e-learning methods in addition to face-to-face learning. E-learning is known as a common learning support facility in universities. To increase student interest in learning through e learning, there is an influence to be more innovative. The flipbook model e-module is designed to make learning more interactive. This study adopts a research & development approach, with the aim of producing e-modules as a substitute for e-learning teaching materials in higher education. The results showed that an e-module has been produced which is designed to answer problems related to the presentation of e-learning teaching materials in higher education. This e-module is in accordance with the characteristics of e-learning and students are interested to learn e learning materials which are presented in the form of e-modules.